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anonymous

Video Tools - New Tools - LibGuides at Springfield Township High School - 1 views

sdst.libguides.com/content.php

resources digital learning CoolTools

shared by anonymous on 19 Dec 13 - No Cached
  • anonymous on 19 Dec 13
     
    New Tools Libguide
Nancy Prentice

The Top 100 Tools for Learning 2012 list is revealed | Learning in the Social Workplace - 1 views

www.c4lpt.co.uk/...learning-2012-list-is-revealed

CoolTools

shared by Nancy Prentice on 09 Oct 12 - No Cached
  • anonymous on 10 Oct 12
     
    Google docs right on top :)
Nancy Prentice

Exploring Curation as a core competency in digital and media literacy education | Mihai... - 0 views

www-jime.open.ac.uk/...html

curation InformationLiteracy

shared by Nancy Prentice on 06 May 13 - No Cached
  • A 2010 Kaiser Family Foundation study found that 'Eight- to eighteen-year-olds spend more time with media than in any other activity besides (maybe) sleeping-an average of more than 7½ hours a day, 7 days a week.'
  • the concept of curation as a pedagogical tool to embolden critical inquiry and engagement
  • Jenkins highlights the type of online activities that participatory spaces enable-archive, annotate, appropriate and recirculate-which occur in real time and in the context of abundant information flow
  • ...3 more annotations...
  • To curate, historically, has meant to take charge of or organize, to pull together, sift through, select for presentation, to heal and to preserve
  • The preservation and organization of content online is now largely the responsibility of the individual in highly personalized information spaces
  • Across all levels of education today, students enter the classroom with a certain level of familiarity with digital tools and platforms (Prensky, 2001; Ofcom, 2010; Rosen, 2010). The notion that this familiarity translates to a heightened level of technological competence has been contested at all levels of education
Nancy Prentice

» Building and Sharing (When You're Supposed to be Teaching) Journal of Digit... - 0 views

journalofdigitalhumanities.org/...-to-be-teaching-by-mark-sample

Blog Literacy

shared by Nancy Prentice on 04 May 12 - No Cached
  • The heart of the digital humanities is not the production of knowledge. It’s the reproduction of knowledge.
  • The promise of the digital is not in the way it allows us to ask new questions because of digital tools or because of new methodologies made possible by those tools. The promise is in the way the digital reshapes the representation, sharing, and discussion of knowledge.
  • Classrooms were made for sharing
  • ...10 more annotations...
  • a short essay by Peter Stallybrass that appeared in the PMLA in 2007. Stallybrass’s article has the provocative title “Against Thinking,” and in it, he argues that we think too much and don’t work enough.
  • Thinking is boring, repetitious, and “indolent” (1583). On the other hand, working is “easy, exciting,” and “a process of discovery” (1583). Working is challenging.
  • a key insight that students and scholars alike need to be reminded of: tortured and laborious thinking does not automatically translate into anything of importance
  • collaborative construction, I mean a collective effort to build something new, in which each student’s contribution works in dialogue with every other student’s contribution
  • They are making it for each other, and, in the best scenarios, for the outside world
  • Creative analysis is the practice of discovering knowledge through the act of creation—through the making of something new
  • I ask the students to do something they find severely discomfiting: creating something new for which no models exist.
  • If I were to say what unites these various forms of building in my classroom, I might use the term “deformance
  • A combination of “performance” and “deform,” deformance is an interpretative concept premised upon deliberately misreading a text
  • As my students build—both collaboratively and creatively—they are also reshaping, and that very reshaping is an interpretative process. It is not writing, or at least not only writing. And it is certainly not only thinking. It is work, it has an audience, and it is something my students never expected.
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